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https://mybcecatholicedu.sharepoint.com/learning-and-teaching/SitePages/Levels-of-teaching-response-Intensive-teaching.aspx

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Our understanding of Intensive  Teaching

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Our understanding of Intensive  Teaching

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Year Levels - Submit your response as a year level.

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Our understanding of Strategic Teaching - 

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Our understanding of Strategic Teaching - 

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Year Levels - submit your response as a year level.

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spire - link to Strategic Teaching page. 

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spire - link to Strategic Teaching page. 

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https://mybcecatholicedu.sharepoint.com/learning-and-teaching/SitePages/Levels-of-teaching-response-Strategic-teaching.aspx

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Create a positive learning environment
- learners needs are met through differentiation, collaborative teaching practices and with clear and visible LI and SC

Effective First Teaching
- know your learners
- Plan for all to succeed
- collaborate with all stake holders
- multiple learning opportunities
- respond + evaluate appropriately.

Purposeful
Collaborative
Differentiated
Reflective

Using all the tools available as classroom teacher
- data
- monitoring
- engage
- feedback

know your students and build relationships

Student focused
- differentiation
- learning goals
- data driven

positive environment
positive relationships
positive Language

EFT is : Positive learning environment
- Shared goals
- implementing best practice

Flexibility and common language across year levels.

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EFFECTIVE FIRST TEACHING COLLABORATIVE NOTES 

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EFFECTIVE FIRST TEACHING COLLABORATIVE NOTES 

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FOCUS:
- Data driven to know your learners
- high expectations
- progress can be achieved by all
- differentiation
- moving learning forward
- positive relationships
- embed PB4L
- Understanding developmental characteristics that affect student learning (emotional, curriculum, environment)
- maximum impact strategies

Monitoring and Assessing
- formative and summative
- monitoring tools
- ENGAGE behaviour and well-being data.

Pedagogy
- Focus on learners and their learning - progress, prior achievement, align w/curriculum.
-establish LI and SC + learning goals
- activate - multiple ways of learning, responsive cycle.
- respond to learning - effective and progressive feedback
- evaluate - student voice/student feedback.

Organisation and Partnerships
- students, classroom + leadership central.
- collaborative approach
- school officers work w/all students
- ability levels
- parent helpers
-flexible grouping
- PB4L reinforced
- student data.

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STAFF MEETING 1 - 29/05
Targeted Teaching

- Targeting students who have not progressed in effective first teaching

NOT - "an instead of"
BUT - "as well as"

Partnerships w/ colleagues
in-class support
School officers - STIE - PLL - GC

Expertise of teachers (peer teachers) school officers and specialist.

Use specific student data to inform and evaluate short term goals.

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Focus
- identifying and responding to students not progressing
- Build, extend or enhance by initiating Review and Response to inform teaching response
- Analyse Data using existing tools (BI Tool)
-implement range of targeted strategies.

Monitoring and Assessing
- evaluation of impact of targeted teaching and strategies
- Reinforce PB4L
- frequent specific and targeted feedback from teachers, peers and self.
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Partnerships and Organisations
- CT responds with in-class support
- supplements and supports classwork
- partnerships include - CT - SO - STIE - PLL to access all and a variety of expertise best needed for student.
- collaboration to enhance variety of perspectives.
Pedagogy
- Purposely planned and aligned units to curriculum.
- IN-CLASS support
-flexible pedagogy based on needs of students
-SO's to work with all students and needs to respond to classroom data to maximise progress.
- flexible and varied grouping patterns.